Deciphering the intricate nature of learning Maltese verbs through Chaos/Complexity theory

Abstract

Notwithstanding the considerable amount of research conducted in the field of second language acquisition (SLA) (a list of abbreviations is provided at the end of paper), our understanding of the cognitive processes that occur in the adult brain during the learning of a second language (L2) remains limited. This study investigates the potential development of a learning pattern in 35 adult learners of Maltese as a second language (ML2), specifically focusing on Maltese verbs. This research was inspired by the principles and concepts of Chaos/Complexity theory (C/CT). The subject matter revolves around the concept of a non-linear learning curve, the origins of the butterfly effect, and the presence of fractal patterns in the learning process. The study elucidates the unpredictable, chaotic, dynamic, and complicated nature of learning Maltese. This research employed a longitudinal research system and utilised a mixed-method approach with a specific focus on methodological triangulation. The study employed Timed Grammaticality Judgement Tests, verb conjugation tasks, reflective journals, and interviews to examine the progression of learning Maltese verbs at an intermediate level over a span of 15 months. Based on the findings, every participant reported a non-linear learning pattern and verified the characteristics of Chaos/Complexity theory.